Indonesian Journal of Science and Mathematics Education

Errors in solving quadratic equations and their impact on secondary school students' mathematics performance: A case study in Lebowakgomo sub-district

2025-03-30T19:49:48+00:00

Errors in solving quadratic equations are common among high school students and can significantly impact their mathematical proficiency. This study aimed to investigate the types of errors made by Grade 10 students and identify the factors contributing to these errors. The study was conducted in three senior secondary schools in Lebowakgomo District, Limpopo Province, involving ninety-nine Mathematics students, with nine selected for interviews. Data were analyzed quantitatively through students’ test scores and qualitatively using document analysis and interviews. The findings revealed that students’ difficulties were often reflected in errors related to carelessness, misapplication of numerical operations, order of operations, and challenges in handling algebraic equations. These conceptual and procedural inconsistencies hinder students' problem-solving abilities. The implication of this study is the urgent need for targeted instructional strategies that address conceptual understanding and procedural fluency to improve students' academic performance in Mathematics.

Internet access at home and varied usage as determinants of South African students’ mathematics performance

2025-03-30T19:49:48+00:00

Mathematics plays a crucial role in economic and technological advancement; however, disparities in internet access can affect students' academic performance. This study examines the relationship between home internet access, varied internet usage, and mathematics achievement among Grade 9 students in South Africa, using data from the 2019 Trends in International Mathematics and Science Study (TIMSS). Employing descriptive statistics and multi-level modeling, the findings reveal that less than half of the students had internet access at home, with significant disparities based on school socioeconomic status. Students with internet access who used it to find information, articles, or tutorials for mathematics performed better than those without access. However, students who relied on the internet to access textbooks, course materials, assignments, or teacher communication demonstrated lower performance than their peers. This study highlights the impact of the digital divide on education and suggests policy interventions to enhance equitable access to educational resources. The findings imply that addressing this gap through targeted digital infrastructure investments and ICT training for both students and teachers can improve mathematics achievement and promote educational equity.

Inquiry-driven essay assessment (IDEA) as a framework for evaluating students’ argumentation in static fluids

2025-04-11T23:03:49+00:00

Argumentation is a fundamental aspect of scientific literacy, enabling students to construct, justify, and evaluate claims based on evidence. However, traditional assessments emphasize rote memorization rather than developing reasoning skills, highlighting the need for a more effective evaluation approach. This study aims to develop and validate the Inquiry-Driven Essay Assessment (IDEA) framework to assess students' argumentation skills in static fluids. The research employs the ADDIE model. The participants comprised 26 eleventh-grade students from a Bandung, West Java private school who had prior knowledge of static fluid concepts, including hydrostatic pressure, buoyant force, and the principles of floating and sinking objects. The findings indicate that the developed assessment instrument demonstrates high validity and reliability, with strong internal consistency and alignment with learning objectives. The claim generation aspect obtained the highest average score, while the evidence analysis, justification, and support aspects require further improvement. The study concludes that the IDEA framework can serve as an effective tool for assessing and enhancing students' argumentation skills. The implications of this research suggest that implementing the IDEA framework can provide a more comprehensive and objective evaluation approach in science education, thereby assisting educators in fostering students' critical thinking and argumentation skills more effectively.

Enhancing mathematical concept understanding: The influence of scaffolding in team-assisted individualization based on self-regulation

2025-03-30T19:49:49+00:00

Effective learning requires strategies that support students' understanding of mathematical concepts and promote independent learning. This study examines the impact of scaffolding in Team Assisted Individualization (TAI) on students' mathematical conceptual understanding and the role of self-regulation in the learning process. The research employs a quasi-experimental design with a nonequivalent pre-test and post-test control group design involving 109 randomly selected high school students. Data analysis was conducted to compare the effectiveness of TAI with scaffolding, TAI without scaffolding, and Direct Instruction, as well as to evaluate the interaction between learning models and students' self-regulation levels. The results indicate that TAI with scaffolding significantly enhances students' mathematical conceptual understanding compared to other methods. Furthermore, students with high self-regulation demonstrated better conceptual understanding. Interaction analysis reveals that students with moderate to high self-regulation benefit more from scaffolding-based learning. The study concludes that scaffolding in TAI improves students' mathematical conceptual understanding. These findings highlight the importance of gradual scaffolding in supporting students' comprehension before they transition to independent learning. Additionally, this model effectively enhances students' autonomy and critical thinking skills in the classroom.

Exploring students’ concept images of fractions: A hermeneutic phenomenology study

2025-03-30T19:49:49+00:00

Understanding the concept of fractions is a crucial aspect of mathematics learning; however, students often develop diverse mental representations of this concept. This study aims to describe students' concept image in understanding fractions, particularly their interpretation. A qualitative approach with the hermeneutic phenomenology method was employed, where data were collected through written tests and interviews with eight selected students. Data analysis was conducted using the Constant Comparative Method (CCM), with validation through triangulation and peer debriefing. The findings reveal that students possess various concept images of fractions, including fractions as separate numbers, as numbers consisting of a numerator and denominator, as a single entity, as a part of a divided whole, and as numbers related to other mathematical concepts. However, students' understanding of their concept images remains limited, potentially leading to errors in solving fraction problems. The diversity of concept images reflects differences in students' learning experiences, highlighting the need for more varied and contextual teaching approaches in presenting fraction concepts. These findings imply the need for more effective instructional strategies to optimize students' understanding and minimize future learning barriers.

E-module for geometric transformation visualization: A case study on generation Z mathematics education

2025-03-30T19:49:49+00:00

Teaching transformation geometry in schools requires visualization tools to enhance students' conceptual understanding. Therefore, mathematics education students need to be equipped with adequate visualization skills. This study aimed to develop an interactive e-module based on YouTube video tutorials and simple projects to help students, particularly Generation Z, visualize transformation geometry concepts. The development model employed was the ADDIE (Analysis, Design, Development, Implementation, Evaluation). The findings indicated that the developed interactive e-module was valid (88.2%, excellent category), practical (75%, good category), and effective (94.3%) in supporting students in visualizing transformation geometry concepts. Integrating YouTube tutorial videos and simple projects facilitates students in learning and understanding the visualization of transformation geometry effectively and comprehensively. This study has implications for integrating technology-based interactive tools in learning, which can significantly enhance student engagement and mastery of abstract mathematical concepts.

The influence of artificial intelligence on critical thinking ability in mathematics: A systematic literature review

2025-03-30T19:49:49+00:00

Artificial intelligence (AI) is rapidly expanding in mathematics education; however, its impact on students' critical thinking skills remains not fully understood. As AI integration in learning increases, evaluating how this technology influences students' cognitive abilities is essential. This study aims to explore the impact of AI on critical thinking skills in mathematics learning through a Systematic Literature Review. Following the PRISMA protocol, the Systematic Literature Review (SLR) approach was used to collect and analyze relevant studies. The reviewed studies consisted of Scopus-indexed articles published in the last ten years, resulting in eight articles selected for further analysis. The findings indicate that AI use can positively contribute to students' critical thinking development, particularly in supporting interactive learning. However, there are also negative effects when students become overly reliant on technology, leading them to solve problems procedurally without a deep conceptual understanding. This study concludes that AI can effectively enhance students' critical thinking skills in mathematics, provided it is implemented with appropriate strategies. The findings have implications for developing hybrid learning models that integrate AI with traditional teaching approaches to achieve optimal learning outcomes.

Physics history e-module based on project-based learning integrated with Google Sites: Validity and practicality analysis

2025-03-30T19:49:49+00:00

Innovation in learning material presentation is crucial for enhancing student engagement. This research aims to develop a physics history e-module based on the Project-based Learning (PjBL) model integrated with Google Sites and to analyze its validity and practicality as a learning resource. The research followed the ADDIE model. Validation was conducted through expert review, while a limited trial involving students assessed its practicality. Revisions were made based on evaluation results to refine the module. The findings indicated that the developed e-module was highly feasible, with a validity score of 92% and a positive student response rate of 85%. The study concludes that the e-module effectively enhances students’ understanding of physics history and can be integrated into modern learning to foster engagement. This research implies the development of Google Sites-based PjBL e-modules to improve student engagement and understanding.

Augmented reality as an interactive multimedia in developing student's visual intelligence on molecular geometry material

2025-03-30T19:49:49+00:00

Being abstract and diverse, molecular shape material necessitates two or three-dimensional visualization media. This research seeks to develop interactive AR learning multimedia to enhance molecular geometry comprehension and students' visual intelligence. This study focuses on the development phase by employing the 4D Research and Development model, encompassing defining, designing, developing, and disseminating. Instruments include pre-tests, post-tests, student questionnaires, and validation sheets. Validation yields content and construct validity scores of 3 and 4, indicating valid or very valid criteria. Practicality exceeds 90%, deemed very practical. Effectiveness testing reveals that over 80% of students who achieved n-gain scores above 0.3 were classified as medium to high. These findings establish AR-based learning media as feasible for grasping molecular geometry and fostering visual intelligence. The implications of this research highlight AR's capacity to reinforce conceptual understanding and stimulate visual intelligence. Therefore, strategically optimizing technology-driven learning media like AR is crucial to align with the evolving digital landscape in education.

DicMath application with songs: A solution for overcoming misconceptions in mathematics story problems in elementary schools

2025-03-30T19:49:49+00:00

Mathematical word problems are an essential part of elementary school learning. However, many students develop misconceptions when solving them, highlighting the need for innovative solutions to enhance their understanding. This study aims to develop and evaluate the feasibility and effectiveness of the DicMath (Dictionary of Mathematics) application, which incorporates songs as a learning medium to address misconceptions in mathematical word problems. The application uses the Problem-Based Learning (PBL) model for third-grade elementary school students. This research follows the Research and Development method using the ADDIE development model. Data analysis techniques include media feasibility tests, normality tests, t-tests, and N-Gain tests to assess the application's effectiveness. The findings indicate that the DicMath application, enhanced with song-based learning, was rated as 'highly feasible,' receiving a feasibility score of 92.6% from material experts and 95% from media experts. The N-Gain test results demonstrated a high effectiveness level on a small scale (0.7383) and a moderate effectiveness level on a large scale (0.6101). Therefore, the DicMath application with song integration is considered both feasible and effective in addressing students' misconceptions about mathematical word problems. This study contributes to developing interactive, technology-based learning tools that enhance students' understanding and support more effective elementary school learning.

Problem-based learning interactive multimedia to optimize elementary school natural and social sciences learning

2025-03-30T19:49:49+00:00

Teachers have not yet optimally utilized technology-based learning media within the problem-based learning (PBL) model, resulting in low problem-solving abilities among students and poor academic achievement in natural and social sciences. This study aims to describe the development design, assess feasibility, and evaluate the effectiveness of PBL-based interactive multimedia in improving student learning outcomes. This research employed the research and development method using the ADDIE development model. Data collection techniques involved test and non-test methods, while data analysis included normality tests, t-tests, and N-Gain tests. The findings indicate that PBL-based interactive multimedia is highly feasible, with feasibility ratings of 95% from subject matter experts, 93.75% from media experts, 98.75% from teachers, and 95% from students. The effectiveness of this multimedia was supported by t-test results, which yielded Sig. (2-tailed) = 0.000 < 0.05, and an N-Gain score of 0.7350, classified as high. Thus, the developed PBL-based interactive multimedia is feasible and effective in enhancing learning outcomes for phase changes of matter among fourth-grade students at SDN Ngaliyan 05 Kota Semarang. This study implies the development of interactive multimedia, which enhances students’ problem-solving skills and facilitates teachers in integrating technology effectively into learning.

Metacognitive approach based on differences in self-regulated learning skills toward mathematical reflective thinking for primary school students

2025-03-30T19:49:49+00:00

Mathematical reflective thinking, a cornerstone of deep comprehension and effective problem-solving, frequently presents student challenges. This research explores the efficacy of a metacognitive strategy, examining its influence on primary school students' mathematical reflective thinking, particularly considering variations in Self-Regulated Learning (SRL) abilities. This research employed the quantitative methodology with a quasi-experimental design, incorporating pre-test and post-tests with non-randomized groups. Fifty fifth-grade students participated, and data was gathered through assessments and questionnaires. Statistical analysis, including univariate tests and independent samples t-tests, was conducted. The findings revealed a significant impact, with a p-value of 0.040 and an R-squared value of 0.855, indicating that 85.5% of the variance in reflective thinking could be attributed to the metacognitive approach. Notably, students demonstrating higher SRL levels exhibited a greater propensity to enhance their reflective thinking through metacognitive processes, such as planning, monitoring, and evaluation. Consequently, future research should explore reflective thinking with diverse learning interventions while still considering SRL differences and focusing on strengthening SRL generalization activities. This study implied that a metacognitive approach is a valuable pedagogical tool for educators and researchers aiming to foster mathematical reflective thinking while acknowledging and addressing individual cognitive variations, especially those related to SRL.

Nature Ninja Edugame as an interactive learning solution for improving integrated science and social studies learning achievement in primary school

2025-03-30T19:49:49+00:00

Technology-based learning is increasingly evolving in elementary education, including developing interactive media to enhance student learning outcomes. This study aimed to develop and evaluate the feasibility, practicality, and effectiveness of the Nature Ninja Edugame based on Articulate Storyline for the fifth-grade Natural and Social Sciences. The research followed a Research and Development approach with the ADDIE model. Data collection techniques included observations, interviews, questionnaires, documentation, and tests. Validation results indicated high feasibility, with an average score of 90% from media and material experts. The t-test effectiveness test showed that Sig. was lower than 0.05, indicating a significant difference between pretest and posttest learning outcomes. Additionally, the N-gain test showed a moderate increase (0.6336) in the small-scale trial and a high increase (0.7114) in the large-scale trial. Based on the questionnaire results, teacher and student responses were highly positive. The study concludes that Nature Ninja Edugame is effective, feasible, and practical for enhancing fifth-grade students’ science and social studies learning outcomes. This research highlights the importance of innovative and interactive learning media as an effective strategy to improve student performance and enrich technology-based learning experiences in elementary education.

Integrating seaweed ethnoscience with STEM-PjBL in renewable energy learning: Could this approach develop creativity and entrepreneurial skills?

2025-03-30T19:49:50+00:00

The urgency of this research stems from the lack of application of the Ethnoscience-STEM-PjBL (Science, Technology, Engineering, and Mathematics - Project-Based Learning) approach in renewable energy learning, the limited availability of teaching materials based on local wisdom, and the lack of supporting learning resources. This study aims to describe the perceptions of teachers and students toward renewable energy learning using this approach to foster creativity and entrepreneurial skills. This research employed the sequential embedded design method, involving 30 physics teachers from Lampung Province. Data were gathered through questionnaires and analyzed descriptively. The findings reveal that while teachers generally hold positive perceptions of the Ethnoscience-STEM-PjBL approach, most have yet to implement it in their classrooms. The implication of this study highlights the urgent need to develop culturally relevant teaching materials and provide targeted teacher training. Such efforts are essential to facilitate the effective integration of the Ethnoscience-STEM-PjBL model in renewable energy education, thereby enhancing both student engagement and the relevance of science learning in local contexts.

Photomath application for learning algebra: Preliminary study on a school in border area

2025-03-30T19:49:50+00:00

This research was motivated by the shift in the educational paradigm toward technology-integrated learning and addresses the disparity in facilities between urban and border area schools. It aimed to determine the effect of Photomath on students' cognitive abilities and to assess their attitudes, motivation, belief, and readiness towards its use in a border area school. The instruments employed were pretest, posttest, and questionnaire. This research serves as an initial study on the use of technology in schools located in border areas. A mixed-method approach was employed, combining qualitative and quantitative analyses. The qualitative analysis of student responses was facilitated by Photomath, while the quantitative method followed a pre-experimental one-group pretest-posttest design. The findings showed a 36.25% improvement in algebra test scores. Students’ learning motivation reached 82.97% (very strong), belief in Photomath was 88.13% (very strong), and readiness to use the Photomath was 78.97% (strong). After using Photomath, students understood each stage of solving algebra problems better, indicating that Photomath supported their learning process. The implication is that integrating Photomath in border-area schools provides valuable support for students, particularly in self-directed learning.